Recorded lectures are a useful resource for students and Panopto offers some great tools to help make the most of them. In this post we will be looking at Notes and Bookmarks.
Making notes as you watch a Panopto recording via Canvas is easy and has several additional benefits over making notes on paper. This functionality is not currently available on the Panopto apps for Android and iOS, but can be used when students watch recordings from a browser.
Notes linked to the video. Notes which are typed into Panopto as you watch and listen to a video are time-stamped so that they are linked to that moment in the lecture. Later, you can click on a note to take you back to that part of the recording.
Search your notes. Panopto notes are searchable, so if you need to find that note about a particular concept you are revising it is easy to do. Just go to the Panopto Recordings folder in your module and use the search box at the top of the screen. If you go to the Panopto app (Android and iOS) you can even search across all your modules at once.
Download notes. You can also take a copy of your notes out of Panopto by downloading them as a text file. That can then be copied and pasted into another program such as OneNote or Word.
Share notes with peers. If students want to collaborate on notes with peers they can create a Channel which others can join to add and/or view notes.
This guide from Panopto shows how you can take notes then edit, delete, download and share them.
Panopto bookmarks are a great way to create a list of the parts of recordings that you want to refer back to later. You can add a bookmark at any point in a recording you are watching via Canvas and search bookmarks across all the recordings you have access to. This functionality is not currently available on the Panopto apps for Android and iOS.
To add a bookmark when you are watching a recording, click the Bookmarks tab and type in a few words to remind yourself what this bookmark is. The bookmark will be time-stamped and linked to that moment in the recording.
To see and search all your bookmarks you can click the ‘See all your bookmarks’ link from within any recording. This guide from Panopto shows you how to Create and Access Bookmarks.
If you have any queries about sharing your Panopto recordings or would like to discuss how you might use Panopto to enhance your students’ learning please contact email@example.com.
The University of Sussex prides itself on being an inclusive education community, indeed inclusion is one of the five core values of the University’s Strategic Framework. Building on wider institutional efforts in this important area Technology Enhanced Learning and the Library have come together to licence a new online service to aid digital accessibility – SensusAccess.
Available to all staff and students of the University, SensusAccess is a self-service tool that enables users to upload and convert digital files into a range of alternative formats. The solution is particularly helpful in providing a means to convert inaccessible documents such as image-based PDF files to a more accessible format.
The Public Sector Bodies (Websites and Mobile Applications) Accessibility Regulations 2018 came in to effect on the 23rd of September 2019. The new regulations set out stringent accessibility standards that must be met by all Public Sector Bodies, including universities. Content on websites, mobile apps and hosted on online study platforms such as Canvas must comply with accessibility standards. Public bodies must publish accessibility statements detailing any known accessibility problems, provide access to alternative formats where necessary and detail how users may report accessibility issues. Developing awareness of accessible design and supporting accessible content creation is therefore crucial to both ensuring inclusivity and meeting legal obligations.
SensusAccess provides a means for individuals to convert digital content to a format that best suits their need, including ebooks (EPUB, EPUB3 and Mobi), audio (MP3/Daisy) and braille. Uploaded files are processed and the converted output is emailed directly to your inbox.
SensusAccess is available to all members of the University of Sussex community through Canvas and can be accessed from the Help menu.
Accessible design benefits everyone. In recognition of this, the promotion of digital accessibility and inclusive teaching practices has been, and will continue to be, a priority for Technology Enhanced Learning.
In academic year 2019/20 we will build on recent activities which have included a guest article by Dr Lara Montesinos Coleman from the School of Global Studies on the topic of ‘Effective pedagogy for students with Specific Learning Difficulties’; an invited seminar with guest expert Dr David Sloan from The Paciello Group, who provided invaluable guidance on how individual digital content creators can ensure their resources are optimally accessible; a blog post highlighting the Accessibility Checker functionality within Canvas; and a series of professional development workshops for academic staff on ‘Designing engaging and inclusive presentations’.
SensusAccess represents our next step on this journey and an important new tool in our effort to reduce accessibility barriers for everyone in the Sussex educational community.
Panopto brings some superb features for improving engagement with your students, two of those features are Quizzes and Discussions which will be the focus of this blog post.
Panopto allows you to create quizzes which can be set to appear to viewers at predetermined points in the recording. There are four types of questions you can add to quizzes:
True / False – questions with answers that are either true or false.
Multiple Choice – several answers present, but only one answer can be chosen as correct.
Multiple Select – several answers present with multiple correct answers.
Fill In The Blank – questions that require users to fill in answers to the question. The prompt will ask for the correct answer to be provided.
Quizzes allow you to gauge students’ understanding and comprehension of the materials they are viewing. Panopto allows you to view the results of quizzes, including which questions students got right or wrong and what percentage of students chose a particular answer, in this way quizzes can serve as a method of informal formative assessment.
Students can also review quizzes after they have taken them to see which questions they got right or wrong. This can allow students to gauge their own understanding of a topic and identify knowledge gaps. If you use the option to to add feedback comments on the answers students can be informed as to why their answer was right or wrong.
Quizzes can also increase student engagement with recordings. Breaking up long lectures with activities increases the chances that students will remain engaged and pay attention to the entirety of the recording.
Discussions are a feature within Panopto that allows students to engage with and discuss their opinions and thoughts on a Panopto recording which anyone else with access to the recording can view and respond to. Comments are time stamped so they are linked to a particular point in the recording.
This can be helpful if students wish to ask others for help or to know what others thought regarding part of a recording. Teachers can also engage in this discussion by replying to comments. It’s possible for teachers to moderate discussions as well, with the option to delete any comments if necessary.
Canvas features a range of useful tools that facilitate group and collaborative work between students. These tools include collaborative Pages, Collaborations – online shared Google Docs or Office 365 documents, and Canvas Groups. In this post we are going to focus on Group assignments in Canvas.
Once your student groups are created you can then move on to setting up your group assignment. To do this first go to Assignments in the module menu where you can create a new assignment. For Canvas assignment students can submit a range of content including any type of file, video or audio recordings, or a website URL. You then simply tick the box to indicate ‘This is a group assignment’ and select the Group Set that you have previously created.
Students would then choose one group member to submit on behalf of their group, with Canvas applying this submission to each member of the group. You can then provide feedback and a mark on this one submission rather than marking the same piece of work four or five times, saving you time when marking. Once marks are released, this mark and feedback is then provided to all members of the group. If needed, for example if there is a peer marking element in the assessment, you can choose to assign marks individually to each student.
There are a number of different ways that this type of assessment can be used, this could be:
Formative group work – students can submit draft work or formative tasks throughout a module, for example this could be weekly tasks associated with that week’s readings.
Summative group work – this could include group projects, reports or recorded presentations. Please remember that these marks must also be formally entered into Sussex Direct.
Submission of additional/supporting documents – for example slides to accompany a face-to-face presentation.
If you would like additional information about Groups and group submissions in Canvas these guides will be useful:
In this blog post I’ll be introducing the concept of podcasts and talking about how they can be used within a teaching context.
What are Podcasts and how can they be used in teaching?
A podcast is an episodic series of audio recordings usually organised around a subject or theme, falling somewhere between a radio show and a blog. As a medium podcasts are immensely popular among young adults (15-24) with one in five now listening to podcasts regularly at least once a week. If you haven’t listened to a podcast before, you might like to try Impacted – a podcast created by the University of Sussex looking at the impact that research can have on the world or TEL: US – The Technology Enhanced Learning team’s own podcast.
The format of podcasts along with their ease of use, low barrier to entry and the ability to share freely with others means they can be a great teaching tool. You can create your own podcasts for your students to listen to as well as getting students to create their own podcasts as learning artifacts.
Convenience is one of the major strengths of podcasts, for students that may have little free time podcasts are a godsend in that they can be listened to anywhere and whilst doing other tasks, perfect if you are a student stuck on a bus, doing chores around the house, in the gym or whilst stuck at work. Audio formats are much easier to consume in day to day life.
Some examples of the types of podcast content that could be created by a teacher for students to consume are:
Flipped learning materials. Create a podcast as a supplemental resource that can be listened to before a lecture or seminar.
Revision materials. Create podcasts recapping particular areas of a module.
Field reports. If you are attending an event, conference or trip why not create a field report based around what you are doing and learning for students to listen to.
Interviews. Get together with other academics or prominent leaders in your field to record a podcast for your students.
Of course podcasts don’t just have to be made by teachers, one of the most effective ways that podcasts can be utilized is to have students create their own podcasts focused on themes or areas that they have studied in the module. These podcasts can then be shared with other students. Asking students to create their own podcasts:
Gives students a chance to cement their knowledge of a topic by engaging with the material through the creation of an artifact.
Enables students to learn valuable digital skills such as audio recording and editing, as well as improving vocal and communication skills in terms of explaining information succinctly and comprehensively.
Could be used as an alternative to presenting. This can aid inclusion particularly for students who may feel anxious or uncomfortable about speaking publicly in front of others but who could be more than happy to record a podcast that others could listen to instead.
Is fun and engaging. Being involved in both making and listening to podcasts boosts the chances that students will engage with the process of learning.
Can be useful for accessibility. Podcasts could be an alternative for those who may find written resources difficult, such as students with Dyslexia.
Is a great way to share learning. Every group that creates a podcast can then share it with the wider class, in this way knowledge can be rapidly shared through peer learning.
Creating a podcast
So now you know what a podcast is and how useful they can be for your students, but how would you go about creating one yourself? Creating a podcast is quick and easy and can be made using equipment you very likely already have or that is cheap to procure, so let’s go through the major areas.
Equipment and setup
You’ll need something that’s capable of recording sound, but most modern smartphones and laptops have built in microphones which can be used. Otherwise there is a broad variety of cheap microphones available, lapel mics in particular can be helpful as they can just be clipped on and then forgotten about.
Now that you have your equipment you’ll need to use some software to record your podcast. Different programs have different levels of complexity depending on how simple or complex you wish to make your podcast. Here are some suggestions:
Panopto – The University’s online media platform can be used for easy recording and editing on both iOS as well as computer device. It does lacks the ability to do any complex editing but works for simple edits.
Audacity – A great free open source software available for both Mac and Windows desktop and laptop computers. Has a steeper learning curve but has a wide variety of features and editing options giving you greater freedom.
Ocenaudio – Another free open source recorder available for both Windows and Mac desktop and laptop computers. Has less of a learning curve but also less features.
You will need somewhere to record, preferably somewhere fairly quiet, so a busy cafe or the side of a road would be a bad idea, however you don’t need utter silence so any office or quietish area will work well.
Here are some tips for recording:
Don’t worry too much about perfection, podcasts can often have a rough and ready feel to them so if you muck up a sentence or use too many um’s or ah’s when talking don’t worry, just relax and keep going. If you do make any truly major mistakes you can always edit out part of the recording later.
When going from one topic to another consider leaving a break of a few seconds, this will make your life much easier later when you may wish to edit the recording and move parts of the recording around to be in a different order.
Always do a quick test recording before you start recording properly, this only needs to be a few seconds long but you can listen back to it to make sure that all audio devices are recording properly and that you can hear everyone speaking clearly.
Publishing and sharing your podcast
The easiest way to share your podcast is to use the university’s online media platform Panopto which allows you to upload audio files for your modules. Any student enrolled on the module will then be able to access your recording.
Students can also share their own recordings either by hosting them on file sharing services such as Box, OneDrive and Google Drive or on collaborative platforms like Padlet.
I hope this blog post has helped to serve as an introductory look at podcasting and its potential uses in teaching. Technology Enhanced Learning run workshops on Podcasting from time to time so please do keep an eye on our workshops page for more information.
If you have any further questions or queries or would like help with using podcasting in your teaching at the University of Sussex then please contact the Technology Enhanced Learning team at TEL@sussex.ac.uk
We have a great line-up of new workshops for University of Sussex teaching staff this semester. Whether you want to explore next steps with Canvas, are looking to make the most of Panopto, our new online media platform, or are wondering what might be out there to take your students’ learning experience in a new direction we have something for you.
Doing more with Canvas
When Canvas was introduced at the University of Sussex over 1000 members of staff attended Canvas Fundamentals workshops and lots of you have read our blog posts about the great features in Canvas. As we move into the second year of Canvas, the Technology Enhanced Learning (TEL) team are offering two workshops that will help you make more of the features available in our online study platform.
Collaboration opportunities in Canvas. Thursday 14/11/19, 11.00-12.30.
This hands-on session will introduce some of the ways that Canvas supports students to work together. Participants will explore the Groups function which allows teachers and students to create ‘mini-modules’ to facilitate group work and Collaborations where students can edit documents together. Book a place on Collaboration opportunities in Canvas.
Quizzes and surveys in Canvas. Friday 6/12/19, 11.00-12.30.
Quizzes and surveys are a great way to give feedback to students on their learning and get feedback from students. Participants in this workshop will explore potential uses for Canvas Quizzes and get started with building a quiz and analysing responses. Book a place on Quizzes and surveys in Canvas.
Other Canvas training and support
We are still running Canvas Fundamentals workshops for new or returning staff and are happy to work with individuals on making the best use of Canvas for their students, so please do contact firstname.lastname@example.org if you want to discuss options.
Online media with Panopto
This academic year the university has introduced Panopto as its new online media platform. Many people are now using Panopto to record lectures, but there is much more that you can do with this platform. This semester there are two workshops looking at interesting ways to use Panopto, and as always the TEL team are ready to help individuals explore how they could use Panopto in their teaching – just email us at email@example.com if you want to discuss options.
Panopto for Flipped learning. Monday 25/11/19, 10.00-11.00.
Providing online content can be a great way to prepare students for a face-to-face session where problems can be explored and tackled together. Panopto allows for recordings to be made at your desk and for quizzes to be added at key points. This session offers participants the opportunity to learn how this can be used in their teaching practice. Book a place on Panopto for Flipped learning.
Podcasting in teaching: an auditory adventure. Wednesday 6/11/19, 14:00-15:00.
TEL are always on the lookout for interesting ways that technology can facilitate innovative teaching and sharing them with academic colleagues. This semester we have three workshops looking at a range of free options to enhance students’ learning. As well as showing you how to create content with these digital tools, each session will provide an opportunity to consider how they might be useful in your context.
Flipgrid: video discussions for learning. Wednesday 20/11/19, 13.30-14.30.
Make your own Augmented Reality experiences. Tuesday 10/12/19, 14.00-15.30.
If you are interested in Augmented Reality (AR) experiences and the benefits they may offer for learning, but don’t know where to start creating them, then this workshop is for you! Participants will be introduced to some examples and will create their own AR experience. Book a place on Make your own Augmented Reality experiences.
Learning is a social activity and anything that helps build a sense of community amongst learners is valuable. Online discussion forums are one way to do this, but if you and your students like to use video, then Flipgrid could be the thing for you. This app review looks at Flipgrid and how it could be useful to teachers and students.
What is Flipgrid and what does it do?
Flipgrid is a video discussion platform that allows users to post short video responses, either to a prompt or question or as an ‘idea’. By default, videos are a maximum of 90 seconds long, but this can be increased to up to 5 minutes. The intention is to develop a sense of community and social learning.
A teacher can create a ‘grid’ which can be thought of as like a forum, within which there can be multiple topics (like discussions or threads). Each grid begins with 2 auto-generated topics – ‘ideas’ and ‘introductions’ but these can be hidden or deleted as required and new topics added.
A range of resources can be added at the start of a topic, including a recorded or uploaded video, a YouTube or Vimeo link, an image, GIF or emoji.
Students post their own videos in response and teachers can provide text feedback or comments on students’ videos.
When creating a grid a teacher can define who has access and how – if you choose ‘School Email’ students will need to log in with their Sussex credentials. Flipgrid can also be integrated into Canvas (see below).
How accessible is Flipgrid?
Flipgrid are making their platform as accessible as possible. It can be used without a mouse (see these keyboard shortcuts), has options for different font sizes and works with screen-readers. There are further updates planned for later this year. As always, you will need to consider the needs of your particular students when deciding whether or not to use Flipgrid.
Closed captions and transcripts.
You can add automatic captions to videos in Flipgrid. Once the option is turned on in the settings for a grid, any new videos added to that grid will include closed captions. As with all auto-captioning systems the results can be variable. Best results are obtained when speaking clearly with minimal background noise. At the time of writing it is not possible to edit captions but teachers can download transcripts and should soon be able to edit captions.
Five ideas for using Flipgrid for teaching and learning
Presentation skills. Students could develop their presentation skills by contributing short videos in which they explain a concept, define a term or report on an activity.
Languages. The ‘conversational’ nature of the topics in Flipgrid lend themselves to students practicing their language learning amongst themselves. It is possible to set the auto-captioning to a different language so the video discussions could be held in the target language.
In-class group work. When small groups are working on a question together they could be asked to add their conclusions as a video in Flipgrid instead or as well as ‘reporting back’ during the session.
Flipping with Flipgrid. A lecturer could post a 3-4 minute video and encourage students to respond with questions, comments and ideas ahead of a face-to-face session. See our previous post on ‘Tips to flip’ for more on flipped learning.
Is Flipgrid free?
Flipgrid is now part of Office 365 so you can login for free using your University of Sussex username and password by choosing ‘Log in with Microsoft’.
There are mobile apps for iOS and Android, but these do not provide all the functionality of the web version. For example, the Android app only allows student interactions – teachers cannot create grids on Android.
There are several ways that Flipgrid can be added into a Canvas module.
As a link. Each grid can be shared by its URL, so this can be added as an item in a Canvas unit or as a link in a page.
Embedded in a Page. Using the embed code from Flipgrid and the Insert/edit media option in the Canvas page you can display a grid in a page.
With the Flipgrid Canvas App. If you are going to be using Flipgrid throughout a module you may want to add the app to the module so that Flipgrid appears as an item in the module menu. You can then connect a grid.
Please contact firstname.lastname@example.org if you would like to discuss these options or want any help setting up Flipgrid in Canvas.
There are a few other similar platforms, but they do not have all the same functionality.
Canvas discussions. Students can post videos to discussions in Canvas which can approximate a video discussion.
Vialogues offers time-stamped text comments and polls.
Vizia is more for teaching than discussion. Teachers can add add polls, quizzes, open ended questions and ‘calls to action’ to specific points in a video. See ‘Add interaction to videos with Vizia’ for more information.